Spanish Teacher - 2019-2020

Spanish Teacher - 2019-2020

California Bay Area

Who We Are

Whatifallstudentsgraduatedhighschoolwithboth thecontentknowledgeand also thehabitsandskillsnecessary tosuccessfullynavigatecollegeandcareer? This is the question that guides our mission at Summit Public Schools. Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 11 schools serving over 4,500 students in the Bay Area and Washington state. Historically, 98 percent of Summit graduates are accepted four-year colleges, and Summit graduates complete college at double the national average.

The Summit Model

Teaching at Summit is unlike teaching at a traditional school - our teachers are empowered to meet the needs of every studentthrough a variety of pedagogical methods. Summit teachers use data to support the self-development and academic and social-emotional growth for the students they mentor and teach. At Summit, our teachers also mentor the same group of students each year, which allows them to build strong relationships based on deep trust.

As mentors, Summit teachers nurture and develop strong relationships with students as they coachthem towards their personal goals. Mentors meet 1:1 with each student at least once a week and meet regularly as a mentor group.

In class, teachers teach cognitive skills through real-world projects - using their subject-area expertise to help students apply their knowledge to the world around them. Summit faculty teachvia small group workshops, 1:1 targeted interventions, and by supporting students as they work at their own pace using resources on the Summit Learning Platform.

We are committed to continual growth at Summit. Weprioritizedevelopingleadersfromwithin and have invested in multiple career pathway programs for our teachers and school leaders. With dedicated days of professional development built into the academic year and weekly coaching sessions with a school leader, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues.

By design, our schools are small communities where every student is known. Our schools are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students.

What you’ll do:

Project Time: Teach two to three 90-minute blocks per day of project time. Most teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback.

Interventions and Personalized Learning Time: Facilitate daily literacy or math interventions and personalized learning time, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students.

Prep Time: Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed.

Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. One day a week, teachers meet for most of the day with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners.

Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team. Additionally, teachers meet at least twice per month with their faculty mentor to develop as a teacher-leader.

What You Need

Commitment to upholdSummit’svalues, belief that all children deserve a rigorous and equitable education that prepares them for college and for life

TeachingCredential in California, Washington, or another US state (or a commitment to obtain a credential by completing an educator preparation program within two (2) years of starting at Summit)

Bachelor’sdegree (a Master’s Degree in Education is preferred, but not required)

Clear healthandbackgroundcheck

Teachingexperience in your subject preferred, but not required

Who You Are

You maintain highexpectations for all students and believe all students can find success in school, college, and life.

You are deeply dedicatedtosocialjustice and feel motivated by the challenge and impact of teaching in a heterogeneous community and working to close the opportunity gap.

You believeineverystudent, and can maintain and reinforce Summit's graduated discipline process, recognizing that student growth in all areas—academic, behavioral and community—are an investment and part of the work.

You lead learningexperiences, using a variety of methods: project-based learning, direct instruction, small group and individual tasks, formative and summative assessment, direct teacher feedback, public presentation, and more.

You are passionateaboutservingasamentor and advocate for a group of students that you’ll follow year to year.

You are empatheticandculturallycompetent. You design and implement social and emotional learning experiences in all courses, and you’re open to having hard conversations.

You thrive in innovative environments and are comfortable with the ambiguity that can come with a dynamic and progressive workplace.

You are a leader, and actively participate as a member of weekly faculty meetings.

You are committedtocontinuousimprovement, see feedback as a positive, and have a growth mindset.

You thrivewhilecollaborating and are excited to work with colleagues to maintain the academic integrity of planned lessons and learning experiences for students. You find positivity in shared successes.

You use data to track and provide updates on student achievement to faculty, directors, and families.

You are excitedtolearnSummit’stechnologyplatforms that organize instructional materials and data.

What You Get

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental, and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays, 4 weeks of vacation during the year, and a summer break. We value our teachers’ Summit experience, offering stipends for teachers who have been with us for three or more years and helping teachers grow with us through designated time for paid professional development and regular coaching.

Summit Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to all programs.

Candidates from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus.

If you were referred by a Summit teacher or staff member, please share their name.

Please select the Summit school sites that you would consider. There will be opportunities to learn more about each of our campuses during the interview process. *

What subject do you teach? *

Math
Science
Special Education
Spanish
Social Sciences
English
Electives

Are you a Summit Public Schools alum? *

Do you currently hold a teaching credential? *

(Please note, if you do not hold a teaching credential, by submitting your application, you are indicating that you are willing to enroll in a teacher credentialing program within your first year of teaching at Summit.)

If you do hold a teaching credential, please select the type that best describes your credential.

If you do hold a teaching credential, please select the state that issued your credential.

How many years of full-time, paid teaching experience do you have? (Please note: this does not include para, aide or assistantant positions; must be the teacher of record.) *

We're interested in learning more about where our applicants come from. Are you affiliated with any of these teaching fellowships or programs?

Is there anything else that you would like us to know about you? Do you have any questions about the application process that you would like someone to follow up with you about?

Individuals seeking employment at Summit Public Schools are considered without regards to race, color, religion, national origin, age, sex, marital status, ancestry, physical or mental disability, veteran status, gender identity, or sexual orientation. You are being given the opportunity to provide the following information in order to help us comply with federal and state Equal Employment Opportunity/Affirmative Action record keeping, reporting, and other legal requirements.

Completion of the form is entirely voluntary. Whatever your decision, it will not be considered in the hiring process or thereafter. Any information that you do provide will be recorded and maintained in a confidential file.

If you believe you belong to any of the categories of protected veterans listed below, please indicate by making the appropriate selection. As a government contractor subject to Vietnam Era Veterans Readjustment Assistance Act (VEVRAA), we request this information in order to measure the effectiveness of the outreach and positive recruitment efforts we undertake pursuant to VEVRAA. Classification of protected categories is as follows:

A "disabled veteran" is one of the following: a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or a person who was discharged or released from active duty because of a service-connected disability.

A "recently separated veteran" means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service.

An "active duty wartime or campaign badge veteran" means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense.

An "Armed forces service medal veteran" means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985.

Veteran Status

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Voluntary Self-Identification of Disability

Why are you being asked to complete this form?

Because we do business with the government, we must reach out to, hire, and provide equal opportunity to qualified people with disabilities1. To help us measure how well we are doing, we are asking you to tell us if you have a disability or if you ever had a disability. Completing this form is voluntary, but we hope that you will choose to fill it out. If you are applying for a job, any answer you give will be kept private and will not be used against you in any way.

If you already work for us, your answer will not be used against you in any way. Because a person may become disabled at any time, we are required to ask all of our employees to update their information every five years. You may voluntarily self-identify as having a disability on this form without fear of any punishment because you did not identify as having a disability earlier.

How do I know if I have a disability?

You are considered to have a disability if you have a physical or mental impairment or medical condition that substantially limits a major life activity, or if you have a history or record of such an impairment or medical condition.

Disabilities include, but are not limited to:

Blindness

Deafness

Cancer

Diabetes

Epilepsy

Autism

Cerebral palsy

HIV/AIDS

Schizophrenia

Muscular dystrophy

Bipolar disorder

Major depression

Multiple sclerosis (MS)

Missing limbs or partially missing limbs

Post-traumatic stress disorder (PTSD)

Obsessive compulsive disorder

Impairments requiring the use of a wheelchair

Intellectual disability (previously called mental retardation)

Disability Status

Reasonable Accommodation Notice

Federal law requires employers to provide reasonable accommodation to qualified individuals with disabilities. Please tell us if you require a reasonable accommodation to apply for a job or to perform your job. Examples of reasonable accommodation include making a change to the application process or work procedures, providing documents in an alternate format, using a sign language interpreter, or using specialized equipment.

1Section 503 of the Rehabilitation Act of 1973, as amended. For more information about this form or the equal employment obligations of Federal contractors, visit the U.S. Department of Labor's Office of Federal Contract Compliance Programs (OFCCP) website at www.dol.gov/ofccp.

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